Teachers' Perceptions about Oral Corrective Feedback and Their Practice in EFL Classrooms (Percepciones de los docentes acerca de la retroalimentación correctiva y su práctica en las aulas de inglés como lengua extranjera)

Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: [email protected]; Web site: http://www.revistas.unal.edu.co/index.php/profile

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Language Teachers; Teaching Methods; English (Second Language); Second Language Learning; Second Language Instruction; Error Correction; Feedback (Response); Student Attitudes; Oral Language; Foreign Countries; Semi Structured Interviews; Questionnaires; College Faculty; College Students; Teacher Attitudes; Cues; Metalinguistics; Nonverbal Communication; Role; Preferences

1657-0790

Corrective feedback has been discussed mainly in second language acquisition contexts, but less has been done concerning corrective feedback in foreign language settings. In this descriptive study, conducted at a Mexican university, our aims were to identify the perceptions of instructors of English as a foreign language about corrective feedback and its actual practice in their classrooms. A semi-structured interview and a questionnaire were used to collect the data. The results show that teachers in general have a positive perception of oral corrective feedback. However, some consider it as optional because instructors are very concerned with students' feelings and emotions. Unfocused oral corrective feedback and implicit strategies are predominant in practice. Corrective feedback provided by the instructor is preferred to that provided by peers. Self-correction is the least popular.

As Provided

14

2015

EJ1051538